A. OVERVIEW OF PROGRAMS AND SERVICES
Winnipeg School Division (WSD) was established in 1871 and currently has 78 schools, 33,000 students and more than 6,000 full and part time employees. Its purpose is to provide a learning environment that fosters the growth of each student’s potential and provide equitable opportunity to develop the knowledge, skills and values necessary for meaningful participation in a global and diverse society. WSD is the most diverse school division in Manitoba and has the highest population of students with exceptional needs.
In addition to daily access by staff, students and parents, WSD schools are community hubs for a variety of publicly accessed events such as community sports and fitness programs, polling stations, concerts, and Life Long Learning.
WSD has a lengthy history of developing and implementing innovative ways to ensure students are comfortable and ready to learn. In addition to long term capital planning for building accessibility upgrades, WSD has implemented numerous policies over the past few decades that address accessibility, equity, human rights and inclusion.
The division recognizes that accessibility to preschool education has a long term and positive impact on children’s learning and development. Over fifty years ago, the division established a nursery program in the lowest socio economic areas of Winnipeg. Since then, the nursery program has expanded and WSD is the only division in the province to have nursery at all 64 of its elementary schools.
Over 30 years ago, WSD established the Winnipeg Adult Education Centre (WAEC). WAEC provides an opportunity for adults to continue their high school education in an adult atmosphere. Achieving graduation removes many barriers for WAEC students, opening doors to post-secondary education and improved career opportunities.
Inclusion Support Services
provides a continuum of supports for resident students with an
intellectual or developmental disability. Our goal is to offer
appropriate educational opportunities to students so that they may
participate as members of their school communities.
Inclusion Support Services is responsible for:
coordination and monitoring of additional supports for students with an
intellectual or developmental disability in Winnipeg School Division.
of general system needs related to staffing, programming, and space
requirements as they pertain to supporting students with an intellectual
or developmental disability.
- Intake and processing of requests
for additional support for students in their home school and in
specialized low enrolment settings.
- Arrangement of transportation for students entering low enrolment programs in accordance with division policy.
ongoing assistance to teachers, principals, educational assistants and
families of students with an intellectual or developmental disability.
of professional development opportunities for division staff in the
area of supporting inclusion of students with an intellectual or
Beyond providing appropriate
educational programming within the regular classroom setting, WSD has a
range of low enrolment programs for students who require a more
Special Education Centres
centres are designed for students from intermediate to grade 12 (to age
21) who have a mild intellectual or developmental disability and are not
physically aggressive. The goal of the program is to provide a modified
academic curriculum and for students to make gains in communication,
social skills and self-management skills. At the secondary level, the
additional goals are to include development in pre-vocational/vocational
skills and consumer skills.
Community Access Programs (CAP)
programs are designed for students who have a moderate intellectual
disability and are between the ages of 6 and 21. The students may also
have one or more of the following barriers: communication, physical or
The goals of the program are to provide modified
or individualized programming including an individualized curriculum in
functional academics, communication, self-management, social skill
development, motor skills (physical), community awareness,
leisure/recreation and pre-employment skills.
Programs for Children with Communication Disabilities
- The Early Childhood Language Centre (ECLC) (Kindergarten)
- The Primary Language Centres (PLC) (Grades 1-4)
- The Intermediate Language Centres (ILC) (Grades 3-6)
low enrolment programs are designed for students between the ages of 5
and 12 who have been diagnosed with severe communication disabilities
and who require more intensive supports in academics and language
development than is available in the regular classroom.
is a one year Kindergarten program. Students attend ECLC half days and
their home school Kindergarten the other half day. The PLCs are low
enrollment, activity based classrooms. Students integrate into regular
classrooms as much as possible. One of the PLCs is a half-day program
where students attend their home school for the other half-day for one
year only. In the ILC students receive small group instruction for part
of the day and are integrated into regular classrooms for part of the
Adaptive Skills Programs
Adaptive Skills Programs
are designed for students between the ages of 4 and 21 who have multiple
disabilities or are medically fragile and/or have a significant
intellectual disability paired with one or more of the following
barriers: communication; physical; behavioural; functional.
goal of the programs is to provide either Manitoba Education curriculum
through adaptations or a modified or an individualized curriculum as is
appropriate to the student’s potential in the following skill areas:
academics, self-management, social/emotional, communication,
pre-employment, leisure/recreation, community awareness and motor
Programs for students with Autism (ASD)
programs are designed for students who are between the ages of 6 and
graduation and have a diagnosis of autism spectrum disorder. These
students have one or more of the following barriers: communication,
social skills, behavioural, functional skills, cognitive functioning.
goal of these programs is to assist the students achieving success in
academics, communication, self-management, social skills, physical
skills, leisure skills and community skills to the level of their
potential, through individualized programming.
Programs for Students Who are Deaf/Hard of Hearing
program is designed for students who are Deaf and/or Hard-of-hearing
and who are in grades 9 to grade 12 (or until age 21). Participants have
a diagnosis of bilateral hearing loss of a moderate or greater degree
in the better ear or have a severe academic deficit or a severe language
delay attributable to that loss. These students require instruction in
one of the following modes: oral but requiring intensive supports, oral
with American Sign Language (ASL), or ASL as a primary mode in an oral
The goals of the program are to develop optimal
academic, communication, self-management, social, pre-employment skills
and community awareness skills. Students are fully integrated into their
Learning Assistance Centres
Assistance Centres (LACs) are designed for students who are in Grades
1-12 and who have severe emotional or behavioural disorders (EBD). Some
of these students exhibit behaviour that requires intensive support and
The major goal of the program is to help students
develop the social, self-management, self-control and problem-solving
skills that are necessary to re-integrate into the regular classroom and
community. Some of the students may also have a modified academic
Students with Fetal Alcohol Spectrum Disorder (FASD)
programs are designed for students who have severe
emotional/behavioural difficulties as a result of FASD. They require a
self-contained classroom which has a smaller student to teacher ratio
that is very structured and has limited environmental stimuli.
goal of the programs is to provide specialized teaching strategies and
adaptation to environment and assessment. Students receive support in
developing appropriate social, self-management and problem-solving
Anxiety Management Program (AMP)
AMP is designed for students within Winnipeg School Division, who are
in Grades 9 to 12, and whose symptoms of anxiety interfere with school
attendance and success. AMP is a low-enrolment classroom run in
partnership with students’ home schools. It is supported by a teacher, a
school clinician, and an educational assistant.
AMP runs sessions
annually to coincide with the semester cycle. Each session includes an
initial intake period and concludes with a reintegration phase.
believes every child and adult has the right to feel safe in our
schools, every day. WSD has a number of programs in place to ensure
access to safe schools.
Safe school plans and programs
WSD school has a safe school plan which includes a school code of
conduct, strategies to create and maintain a positive school and
classroom culture, specific behaviour management strategies and
consequences for inappropriate behaviour.
- WSD supports the Positive Behaviour Intervention and Support (PBIS) three-tiered model of prevention/intervention.
develop effective threat assessment and crisis response plans in
accordance with procedures outlined in WSD’s Guidelines for the
Development of a School Crisis Response Plan.
programming reaches beyond the boundaries of the school to integrate
community resources, with a strong emphasis on parental involvement.
Workshops for parents are provided on a variety of topics.
collaborates with community agencies including the Department of
Education and the Winnipeg Police Service. Community agencies help to
provide unique programming for students and to allow School Resource
Officers and the Safety Patrol Program to function effectively in our
School Resource Officers
partners with the Winnipeg Police Service for the School Resource
Officer (SRO) program, which introduces police officers into our schools
where the focus is safety and education.
- The SRO program allows
for a member of the Winnipeg Police Service to be available in some
schools to work with our students in forming positive attitudes toward
our Police Service. Each SRO is accessible to students, as well as
teachers and parents. They deal with situations in a proactive manner,
visit classrooms and deliver lectures on topics selected by the
Aboriginal Education has been a priority in Winnipeg School Division
since 1993. The purpose is to strengthen and enhance Aboriginal
Education through curriculum integration program development and
learning opportunities for teachers and administrators.
students acquire a positive self-identity through learning their own
histories, cultures and contemporary lifestyles. Non Aboriginal students
develop an understanding and respect for the histories, cultures, and
contemporary lifestyles of Aboriginal peoples. All students develop
informed opinions on matters relating to Aboriginal People and the
integration of Aboriginal values, languages, histories and cultures
occurs throughout all curricula from Kindergarten to Grade 12.
has responded to the needs of newcomers and refugees for the past five
decades by establishing English as an Additional Language (formerly ESL)
classes and creating Community Liason Officer positions.
established Newcomer Services to address barriers to immigrant and
refugee students and their families new to the division. In addition to
the Newcomer Services Coordinator, there are 12 Intercultural Support
Workers (ISW) who provide assistance to students and families in a
variety of ways such as assisting with assessments, parent-teacher
conferences and orientation, providing referrals to in-school supports
(e.g. counselling, resource, tutoring, etc.), facilitating group
discussions with students on common concerns, advocating on student’s
behalf with the school and providing support on academic, attendance or
ISW’s visit and communicate with parents in their
own language, help parents understand the school system, expectations,
and their child’s progress, as well as advocate on parents’ behalf with
the school. Intercultural Support Workers are able to provide assistance
in over 20 languages.
Education for Sustainable Development
School Division believes in developing responsible decision-makers and
global citizens, who contribute to the social, cultural, environmental,
and economic well-being to ensure a sustainable future for all. All WSD
high schools provide opportunities for students to be involved in clubs,
groups, committees and programs that support the three pillars of
sustainability. The majority of WSD schools have Gay Straight Alliance
Clubs, Environmental Action Groups, Aboriginal Youth Leadership, and
Social and Justice Clubs that focus on local and global concerns
requiring critical thinking and active citizenship.
Adolescent Parent Centre
Adolescent Parent Centre is a program of the Winnipeg Adult Education
Centre. This school provides access to academic courses for parenting
and pregnant women through junior and senior high years.
instruction and continuous intake allow students to continue their
schooling while they are pregnant. Students can remain at the centre
until their child reaches two years of age or the student reaches age
21. Senior high students obtain graduate standing or credits toward
graduation following Manitoba Education curricula.
parenting and nutrition courses complement a supportive environment for
both mother and child. Social work through Child Guidance Clinic and
liaison with Child and Family Services assist students on a daily basis,
while counselling through the City of Winnipeg assist students on
matters of social assistance and budgeting, on occasion, throughout the
year. An outreach clinic from Women’s Hospital operates weekly for
Infant labs, which are maintained collaboratively
between professional staff and students, provide access to a supervised
and educative environment for mother and child.
School Division, through several innovative, imaginative projects
demonstrated that it is possible for the adolescent and the infant to
attend school together, allowing the parent to gain high school credits
and to learn to parent the child.
The Infant Development Program
allows adolescent parents to bring their infants (ages of 2 months to 2
years) to school. It is expected that the adolescent parent will provide
most of the one-to-one care with her child while the infant is in
attendance. The adolescent parent must always be “on site” and easily
accessible to be involved in the care of her infant at school.
long range program objective is to provide adolescent parents with an
opportunity to gain the knowledge and skills to enable them to become
productive, contributing members of the work force and society.
Development Labs are at the following locations in WSD: Adolescent
Parent Centre, Children of the Earth, Elmwood, Gordon Bell and Tec Voc.
Off Campus Programs
programs provide opportunities for students to continue their learning,
an innovative alternative for students who may not be able to regularly
attend and achieve success in the mainstream classroom setting.
Today, WSD runs 13 off campus programs:
- The first of WSD’s current off-campus programs began in 1981, when the St. Ignatius Association started the WiWabigooni Alternative Program
for students who were having attendance difficulties and not having
their needs met in a mainstream program. WSD assumed full responsibility
of the program in 1984 and it is now run as an off-campus program to
École Victoria-Albert for Grades 2 to 6 students.
- Joining WiWabigooni in serving First Nations and Métis students is the Niji Mahkwa’s Songide’ewin program for Grades 8 to 11 students.
- The Songide’ewin Alternative Program
serves Grades 9 - 12 Aboriginal students who have attendance
difficulties and whose educational needs are not able to be met in a
regular program. The program provides individualized programming and
instruction for students based on their educational/social need and
abilities. There are cultural and linguistic opportunities made
available for students. The Cultural Team and Songide’ewin make
arrangements for teachings, ceremonies and experiences. Winnipeg School
Division has assumed funding responsibilities for Songide’ewin and there
are funding partnerships with community organizations for special
components of the program such as bus tickets and nutrition.
- Hugh John Macdonald’s Eagle’s Circle program
for Grades 7 to 9 students is located at Rossbrook House, 658 Ross
Avenue, and serves a maximum of 25 Aboriginal students who are
academically able, but who have lower skills due to non-attendance. The
program offers individual programming in reading, writing and small
classes in geography, science, Indigeneous studies, crafts and health.
- Gordon Bell’s Fresh Start program provides a low enrolment setting for students who may be on income assistance and experiencing other social issues.
- The Resources for Adolescent Parents (RAP) program, an off-campus for Gordon Bell and New Directions, offers classes for pregnant or parenting young women.
- R.B. Russell’s Ndinawe program
offers education to Grade 9 to 10 students who may have had gaps in
their learning and would benefit from a smaller environment in an off
- Gordon Bell’s Rising Sun program is for Grade 9 to 12 students who are academically able, independent workers but have difficulty in a larger school setting.
- Gordon Bell also has a Senior High off-campus program
for Grades 9 to 12 students (mainly 16 to 19 years of age) who are not
functioning well in a larger environment and have tried Grade 9 in a
- The Central Senior Years Off-Campus
is for students from Tec Voc, Daniel McIntyre and Elmwood seeking Grade
9 to 10 credits but having difficulty attaining success at their high
schools. Elmwood also has an additional off-campus for students with
attendance issues who are seeking Grade 9 to 10 credits.
- The Central District’s Middle Years Off-Campus program,
administered through Cecil Rhodes School, works with academically
capable Grade 7 to 9 students who may have issues such as: a family in
crisis; limited social skills; sporadic attendance; unable to cope in
regular school setting; gaps in academic skills; risk of gang
- The South District Off-Campus program
serves Grant Park, Kelvin and Churchill schools for students with
issues such as non-attendance, anxiety, alcoholism and family issues.
- The North District Off-Campus program,
administered through Isaac Newton School, offers Grades 7 to 9
instruction for students who have sporatic attendance or are disengaged
Part 1 Section B